Teaching Action as a Space for the Enhancement of Diversity Through Educational Technologies: A Critical-Reflective Approach

From an inclusive perspective, teaching practice (Paparella, 2014; Parmigiani, 2010) - understood as the teacher’s theoretical-practical-reflective knowledge or as the science of teaching-learning (Damiano, 2012; 1999) - represents a moment and space for promoting the valorization of anthropological and cultural diversity. However, pedagogically and ethically misaligned approaches often impede the development of transformative potential. Contexts intended for students’ holistic growth can devolve into spaces of necrodidactics (Liverano, 2025; Barca, Liverano & Romeo, 2025), generating exclusionary education. This drift produces hegemonic and subaltern dynamics characterized by paralyzing discrimination, confinement, and systemic marginality. True education, conversely, fosters critical autonomy, ethically guides the use of knowledge, cultivates intellectual emancipation, and liberates‒or, as Noam Chomsky (2017; 2019) argues, "helps people think for themselves" and "assume intellectual autonomy." Developing an ethically and pedagogically grounded culture prepares individuals for deep hermeneutical engagement with events, interpreting their formative significance while maintaining epistemic openness to the unprecedented, emerging phenomena, and scientific progress. For instance, an older teacher with robust pedagogical training may demonstrate greater readiness to integrate innovative educational technologies than a younger but less culturally structured colleague, despite the latter’s chronological proximity to the age of artificial intelligence. This underscores how epistemic competence determines adaptability in critical situations. Anthropological nature and personal culture thus profoundly influence behavior and, specifically for teachers, their pedagogical actions. This theoretical study, drawing on formative experiences in schools participating in a dropout-prevention project, first highlights intrinsic criticalities in teaching that may manifest as necrodidactics (a complex construct whose epistemological validity will be examined), generating exclusion. It then clarifies the author’s stance on technology integration in education‒a current pedagogical debate‒and conducts a critical-reflective analysis to demonstrate how embodiment, culture, and educational technologies, under the teacher’s pedagogical direction, can serve as formative resources for valuing anthropological and cultural diversity.